Browsing by Subject "Special education"
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Item A case study of self efficacy and parental involvement among Hispanic parents of children with disabilities(Texas Tech University, 2003-12) Davis, Rebecca Sue LewisThe literature denotes a unique situation in which parents are assumed to be the recipients of knowledge regarding their children rather than the disseminators of information. Two distinct groups are represented in this case study of parents of children with disabilities: (1) parents from culturally and linguistically diverse homes; and (2) educators from the local education agency. Although legally mandated, parents and school representatives have struggled with the process of translating Congressional authorization into actuality. Current effect of this reversal of roles has resulted in unbalanced power relationships among potential collaborators and has contributed to low parental self efficacy (Bandura, 1977). This research is an in-depth exploration of the failure of both parents and educators to achieve full compliance with the reauthorization of the Individuals with Disabilities Act (IDEA) of 1997. The compelling issue guiding this qualitative case study was derived from Bandura's (1977) social- cognitive-learning perspective: how does parental self-efificacy influence minority parent involvement in the education of elementary school children with disabilities? Research considered five underlying questions: (1) how well do parents understand the Individuals with Education Disabilities Act (1997); (2) how well do parents understand the evaluation and placement process; (3) how well do parents understand the Individualized Education Program; (4) what do parents contribute to the development and implementation of the Individualized Education Program; and (5) how do parental perceptions of school practices impact parental involvement?Item A comparison of the self concepts of exceptional and nonexceptional students in various classroom settings(Texas Tech University, 1978-05) Barger, Janice Diane FrizzellNot availableItem A mother's experience parenting children with disabilities: overwhelmed but growing(Texas Tech University, 2000-08) Johnson, Kenalea RuthThis phenomenological study of parenting children with disabilities presents a mother's perspective and expehence after a pediatrician has referred her third child to a special education team. A special education team provided assessment and home intervention and the child made significant gains in development dunng the course of this study. The child had two older siblings with disabilities. Qualitative research methods were used over six months and include seven lengthy conversational interviews with the mother, and in-home observations. The mother's lived expehence provides educational and medical professionals insight into her expehence. The study's conclusions, implications, and recommendations are beneficial as professionals work to build best practices for future interventions with families of children with disabilities.Item A study to identify cognitive frames accessed by special education administrators under conditions of required change(Texas Tech University, 2000-12) Shipley, Steven DaleEducational decisions by school administrators inevitably shape the lives of all students. With the passage of IDEA, the decisions made by special education administrators have been primarily concerned with how to implement the changes required by this legislation. How these required changes are implemented can impact significantly on the effectiveness of that implementation with a probable reduction of litigation and excessive costs. Organization theory and leadership theory inform the subject of school administration. This study grew from the research by Lee Bolman and Terrence Deal describing the management decision-making process through the use of the cognitive frames approach. In this model, an instructional leader views situations from different perspectives depending on the unique characteristics of the particular situation. Their research describes how through the use of reflective analysis of each situation, the instructional leader can find clarity and meaning amid the confusion of organizational life (Bolman & Deal, 1997). They have found that everyone has preferred frames through which they (1) gather information, (2) make judgments, (3) guide behavior and, (4) explain behavior (1991). The four cognitive frames are the Structural Human Resource, Political, and Symbolic. This study was designed to examine whether special education administrators when faced with required change access a cognitive frame inferred by the required change or access their preferred frame. The following research questions were addressed: • Based on the data, do special education administrators "reframe" their perspectives to fit a given situation? • Do the results vary significantly based on gender? • Do the results vary significantly based on rural or urban location? • Do the results vary significantly based on the size of the district? Statistical analyses include chi-square analysis to determine the correlation between the two instruments and multivariate analysis of variance to examine the existence of statistically significant mean differences among the demographic data. Analysis of the data revealed that in conditions of required change, special education administrators do employ frames other than their preferred frame. This finding was contrary to the findings of Bolman and Deal. However, the alternate frames they did access were not the one(s) inferred by the required change. Implications for fixture research and application include staff development for special education administrators in the utilization of appropriate frames, particularly in conditions of required change and research into the cognitive processes that would lead special education administrators to switch from their preferred frame to other more appropriate frames in conditions of required change.Item Administrative problems of cooperative programs in special education(Texas Tech University, 1971-08) Manley, Max Wayland,Not availableItem An analysis of schema-based instruction as an effective math intervention for middle school students diagnosed with Emotional Behavioral Disorders or identified as at-risk in Texas(2012-05) Hill, John M.; Lechtenberger, DeAnn; Banda, Devender R.; Valle, FernandoThis study gathered data on the effectiveness of schema-based instruction (SBI) as a viable math intervention for students either diagnosed with emotional behavioral disorders or classified as at-risk for failing math. Also, SBI is a potentially effective instrument to utilize during Response to Intervention procedures. There is an enormous demand for identifying successful math interventions for students, regardless of disability. Today, teachers simply do not have the resources or proper training to implement many of the academic interventions recommended by researchers. Time constraints also limit the successful implementation of strategies that could be beneficial to struggling students. As such, it is imperative the educator use strategies that are both effective and simple to execute in the classroom. In this study, a single subject multiple baseline design across participants was used to determine the effectiveness of SBI on increasing student comprehension of math word problems as demonstrated by increased test scores. Also, the effects were analyzed in the absence of the intervention. Based on the results of this study, SBI demonstrates promise as a viable and effective math intervention that should be considered for struggling students, including those diagnosed with emotional behavioral disorders.Item Challenges to the implementation of scientifically based research in general and special education practice(2013-12) Bach, Mary Beth; Bryant, Diane PedrottyNo Child Left Behind Act of 2001 (NCLB) requires the use of scientifically based research (SBR) to guide the selection of appropriate educational interventions. Although NCLB does not stipulate the use of scientifically based research specific to special education, its provisions influence the education of all children. The implementation of scientifically based research is complex and relies on the knowledge and beliefs of practitioners in general and special education. In order to utilize scientifically based research, there is a need to know the level of knowledge and attitudes of practitioners relative to scientifically based research. This study examines the relationship between practitioners' beliefs and actions taken when implementing scientifically based research. The theoretical framework of Argyris and Schön (1974) provides a conceptual framework for the interpretation of the data. Connections between scientifically based research, school leadership, practitioners, and students, including those with disabilities, are also examined. Information and results extracted from survey responses of 403 middle school teachers from a large, urban school district in Texas shed light on how knowledge and beliefs can influence the understanding and the implementation of scientifically based interventions. The results indicate that teachers are somewhat knowledgeable about scientifically based research and interventions. However, their responses to three open-ended questions provide increased insight into their actual knowledge and understanding. The results indicate that initially teachers are in need of more knowledge about scientifically based research and what constitutes quality research. Their responses also indicate that teachers are lacking concise information that would help them understand what makes an effective scientifically based intervention. Teachers could through college or university classes be better prepared to use scientifically based interventions in the classroom. In the classroom, teachers need administrative support, continuous mentoring and coaching, and effective professional development in order to implement interventions with fidelity. Both general and special education teachers need increased knowledge to use scientifically based interventions effectively to increase student learning.Item Changing the power of discourse: intercultural communication for the involvement of Black parents with high school students in special education : the admission review and dismissal experience(2003) Johnson, Debra Joyce; Marion, Robert L.; Webb-Johnson, GwendolynAlthough the enactment of the No Child Left Behind Act (2001) provided parents an active and more visible role in the education of their children, these roles can be supported only through meaningful dialogue that is understood by both the transmitter and the receiver. African American (AA) families with high school students in special education often face challenges in communicating with professionals who are Admission Review and Dismissal (ARD) committee members, who may only communicate from their perspective. This diminishes the possibilities of utilizing intercultural communication processes; therefore, not applying the “posture of cultural reciprocity.” This qualitative study describes and interprets the insight and experiences of AA parents with high school students in special education as they relate to intercultural communication and the “posture of cultural reciprocity.” Intercultural communication identifies a “process by which two individuals who do not belong to the same culture ‘try’ to exchange a set of ideas, feelings, symbols...[and] meanings” (Casse, 1980, p. 16). Since they do not belong to the same culture, by implication they do not share the same assumptions, beliefs, values, or some ways of thinking, feeling, and behaving (Casse). The “posture of cultural reciprocity” (Kalyanpur & Harry, 1999) can be described as building relationships between families and professionals so that the cultural needs of the parents are met and understood. It may also address the need for professionals “to confront the contradictions between their values and practices” (Skrtic, 1991, p. 42) so that meaningful dialogue is achieved to assist parents and students. Findings from the study revealed that professionals in ARD meetings did not usually communicate using intercultural communication processes or from the “posture of cultural reciprocity”; thus meaningful communication between parents and professionals was limited. This was especially evident as parents related their perceptions of communicating the needs of their students in (a) curriculum, (b) social and emotional development, and (c) student satisfaction.Item Cognitive and attitudinal differences between special and general education teachers and student-teachers concerning exceptional children(Texas Tech University, 1970-05) Coffelt, Donald HowardNot availableItem Collaborative/therapeutic assessment in the school context : engaging students in the special education determination process(2010-08) Gentry, Lauren Blythe; Tharinger, Deborah J.; Schallert, Diane; Cawthon, Stephanie; Springer, David; Finn, Stephen; Lasater, LisaWhereas traditional models of psychological assessment have emphasized the use of standardized data to inform treatment or communicate about a client, collaborative/therapeutic approaches have focused on engaging clients in a relationship based on mutuality and alliance, wherein the assessment process is experienced as accessible and beneficial – potentially acting as a therapeutic intervention in and of itself (Finn, 2007; Finn & Tonsager, 1997). Although various forms of collaborative assessment have been practiced with adults, adolescents, and children, and have shown promise clinically, research is scant regarding the efficacy of this approach in the school context. The dearth of research evaluating the use of collaborative/therapeutic assessment models in schools is a valuable area of inquiry, both because psychological assessment is practiced frequently in schools, and because, beginning in 1997, amendments to the Individuals with Disabilities Education Act (IDEA) called for increased student involvement in special education processes (Texas Education Agency, Office of Special Education, 2004). Such increased student involvement could be facilitated through the use of collaborative/therapeutic assessment methods in schools. The present study used a multiple baseline, single-case design to explore how participation in a school-based psychological assessment utilizing elements of collaborative/therapeutic assessment would affect six Central Texas high school students. The assessment was hypothesized to be an intervention that would positively affect the youths’ perceptions of their self-determination, self-efficacy, and internal locus of control. The study also explored how the intervention affected students’ self knowledge, and feelings of therapeutic alliance with the assessor, as well as their satisfaction with the assessment. Results indicated that, following their participation in the assessment intervention, students evidenced: (1) shifts towards a more internal locus of control, (2) increased ratings of therapeutic alliance, (3) increased ratings of self knowledge, and (4) satisfaction with the assessment intervention. This study offers a promising framework for the use of collaborative/therapeutic assessment methods within the school context as a means through which to empower students receiving special education services.Item The development and testing of an evaluation model for special education(2010-05) Langford, Lyndon Limuel; Yates, James R.; Rieth, Herbert; Young, Michelle; Wilkinson, Cheryl; Osborn, AnthonyThe purpose of this study was to develop and test a model which addresses special education program evaluation needs. As such, the focus was on development. Often development and research are seen as one (e.g., Department of R & D; Director of R & D). They are, however distinctively different in process and product. The model developed provides general and special education leaders responsible for providing special education services with high quality data and procedures for decision making related to special education. Providing special education services is a complex responsibility. Not only are critical lifelong decisions related to students and their parents made, but there are stringent federal laws, complex state agency policies, detailed financial and programmatic reporting requirements, and often linkages to a variety of outside professionals and service provider agencies and organizations. There is a need for an effective program evaluation model useful to the uniqueness of special education. A variety of program evaluation models have been used in education and other organizational environments (e.g., Mabry, 2002; Patton, 2002; Posavac & Carey, 2003; Renger & Titcomb, 2002; Warburton, 2003). But, their application to special education has been limited and often ineffective or inefficient to address the evaluation needs of special education. This evaluation model development utilized the best of knowledge and procedures of existent evaluation models and adapted them to the uniqueness of special education. The special education evaluation model developed named Program Effectiveness in Special Education (PEiSE) identified espoused and in-use actions in a school district. This information with analysis, discussions, and data provided powerful special education information. To form the structure of the model, PEiSE utilized aspects of the CIPP Evaluation Model developed by Stufflebeam (2002), Logic Framework Model (Suchman, 1967), and the Utilization-Focused Evaluation Model (Patton, 1978). The process brought a number of within the district (Brunner & Guzman, 1989) and outside the district stakeholders into the development process which provided an expertise enhancing model effectiveness (Eisner, 1983). Information gathered from all stakeholders came in various forms and contained data acquired with little or no bias in the instruments or process used (Scriven, 1974; Provus, 1971; Cronbach, 1981; Stake, 1973). These processes not only had potential to improve the special education programs but also to improve the evaluation process itself (Eraut, 1984). The model also considered the limitations of resources of special education services (Stufflebeam, 1971; Tripodi, Pellin, & Epstein, 1971; Gold, 1988). Finally the process proved instrumental in bringing the primary discipline of general education and the complementary discipline of special education physically, philosophically and practically together for the benefit and improvement of services to all students. In conceptualizing the process, a flowchart of events was developed utilizing the form and philosophy of existing best practices in evaluation models and the foundational theory of organizational and program improvement and effectiveness (Argyris & Schon, 1974) PEiSE required the development of plans to reduce or eliminate discrepancies between what practices are espoused and what are actually in-use by practitioners. The PEiSE process included twelve phases: Point of Contact; Scope of Evaluation; Identify Formal Decision Makers; Structured Interviews with Formal Decision Makers; Compose List of Best Practices with Definitions; Formal Decision Makers Meeting/Approval of Best Practices List; Compose Espoused/In-Use Questionnaire; Collect/Analyze Questionnaire/Supportive Data; Recommendations for Action; Generate Action Plans Designed to Reduce or Eliminate Discrepancies; Execute Action Plans; and Measure Progress. An emphasis throughout PEiSE was that change is a necessary and welcomed part of organizational effectiveness as well as an integral part of organizational learning (Argyris & Schon, 1974). PEiSE guided administrators through the process of clearly articulating the change needed with development and implementation of action plans for change. PEiSE facilitated bringing together general and special education in a mutually beneficial manner to improve the quality and success of services to students with special needs. Specific differences in community and school district approaches to responding to compliance and intent of local, state, and federal regulations and initiatives are managed in the model developed. PEiSE was tested in a large, suburban school district. The testing indicated the model’s potential to: 1) advance evaluation of special education; 2) suggest new collaborative models for general and special education; 3) identify needed areas of research on evaluation, organization, issues of responsibilities, and professional expertise; 4) identify needed areas of pre-service and continuing professional preparation and development; 5) promote researched based programs related to student success. It was recommended that PEiSE include an additional phase of practitioner input on concerns and complaints of existing espoused best practices with suggestions or recommendations for different practices the district should consider.Item DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION(2016-10-12) Holden, Catherine N.; Slate, John R.; Moore, George W.; Barnes, Wally; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to examine the extent to which college-readiness rates of Texas high school graduates differed by disability category and by economic status for students who qualified for special education services. The first purpose was to analyze the degree to which differences were present in college-readiness rates by disability category of Texas high school graduates who qualified for special education services. A second purpose was to determine the extent to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Learning Disabled. Finally, a third purpose was to examine the degree to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Emotionally Disturbed. Each of these three research studies involved an analysis of three years of Texas statewide data. As such, the extent to which consistencies were present in the college-readiness rates of these groups of students was ascertained. Method In this causal-comparative research design, archival data were obtained and analyzed from the Texas Education Agency Public Education Information Management System for the 2008-2009 through the 2010-2011 school years. Inferential statistical procedures were calculated to determine whether differences were present in reading, mathematics, and both subjects college-readiness performance among four groups of students who were enrolled in special education (i.e., Learning Disability, Emotionally Disturbed, Other Health Impaired, Speech or Language Impaired); for students who were Learning Disabled by their economic status; and for students who were Emotionally Disturbed by their economic status. Findings The college-readiness rates in reading and mathematics for students who were Learning Disabled were statistically significantly higher than the college-readiness rates for students with an Emotional Disturbance, Other Health Impairment, or a Speech or Language Impairment. Students who had an Other Health Impairment had higher college-readiness rates in both subjects than the other three disability categories. For students with Learning Disabilities, very low college-readiness rates were present. For students with an Emotional Disturbance, not a single student with an Emotional Disturbance met the college-readiness standard in reading, mathematics, and both subjects.Item Educator knowledge and skills essential for accommodating students with learning disabilities in reading(2013-08) Altobelli, Joan Marie; Pazey, Barbara Lynn, 1951-Teachers and administrators implement and supervise the implementation of the individualized education program (IEP) for children with disabilities. An understanding of teacher and administrator knowledge and skills associated with implementation of instructional accommodations and interventions commonly identified in the IEP, may provide insight to averting negative student effects related to failure to provide a free and appropriate public education. This study investigated the self-reported knowledge and skills that educators possess related to IEP accommodations and their self-reported comfort level and ability to implement and supervise instruction prescribed for students with disabilities in reading. To examine what is proposed (i.e., the IEP) and what is actually done throughout the implementation of the IEP and subsequent supervision of instruction, the conceptual framework of espoused theory and theory of action (Argyris & Schön, 1974) and bureaucratic theory (Puch, Hickeron, Hirings, & Turner, 1968) was applied. Phase 1 analyzed the accommodations prescribed on the IEPs of students with learning disabilities in reading. The results were used to develop questionnaires with stimulus items designed to elicit self-reported knowledge and identify potential areas of need for professional development. In Phase 2 of the study, responses are reported from 6 unique surveys that were sent to elementary and middle school administrators and general and special education teachers who teach or supervise the instruction of students with learning disabilities in reading. Information and results extracted from survey responses of 222 participants from a large, urban school district in Texas shed light on the ways instructional strategies and accommodations are documented on IEPs for students with disabilities. Standardization due to IEP development software that forced committees to make decisions about accommodations, from limited number of options in a dropdown menu became evident during the review of the data and the district's IEP development process. A discrepancy between the reported level of educator knowledge about specific accommodations, and needed professional development was found. Implications for pre-service teacher and administrator preparation programs and future research are informed by participants' self-reported need for deeper understanding of basic special education practices, obligations, and responsibilities. A call for administrator leadership for organizational change that would facilitate continuous improvement in service delivery to students with disabilities is made. Improved and targeted preservice and inservice professional development relevant to the supervision and implementation of IEP interventions and accommodations is recommended.Item Effectiveness of transition interventions within correctional settings(2015-08) House, Lexy Shyler; Flower, Andrea L.; Powell, SarahYouth with disabilities represent a large percentage of the population of youth in juvenile detention facilities. Research concerning this population is critical particularly for youth transitioning from juvenile detention to community settings. This report aims to answer two research questions: (1) To what degree is transition into community settings from juvenile detention facilities studied for youth with disabilities? (2) What are the effects of interventions aimed at transition into the community from juvenile detention facilities for youth with disabilities? After an extensive search using various methods including an electronic search, ancestral search, and hand searches, several articles were collected. Application of the inclusion criteria yielded eight studies. Of these eight studies, only three could be examined for the effect of transition interventions on youth with disabilities. Interventions were psychosocial, educational, or vocational in nature. Results indicated a critical need to advance effective intervention/transitional programs to reduce recidivism and reentry rates. Such intervention must begin immediately during incarceration and continue well after release in order to be successful. Intervention and transition programs must also be individualized to the particular youth’s circumstances in order to optimize successful outcomes. Implications, limitations, and future research are also addressed.Item Effects of an inservice education model for supportive personnel on factors regarding exceptional children(Texas Tech University, 1976-05) Haire, Carol Diane,Not availableItem Effects of an inservice training model for mainstream teachers on factors regarding exeptional children(Texas Tech University, 1976-12) Waggoner, LouadahNot availableItem The effects of motivating operations on challenging behavior, communication intervention, and generalization(2008-08) Davis, Tonya Nichole, 1979-; O'Reilly, Mark F.Communication is an integral part of life that allows for independence. It is common for individuals with disabilities to have deficits in communication, which often coincide with an increased presence of challenging behavior. One successful method of addressing this issue is the use of functional analysis to determine the function of challenging behavior. Next, functional communication training is used to teach the individual an a socially-appropriate and functionally-equivalent method of communication so that he/she no longer relies on challenging behavior in order to get his/her needs met. While functional communication training has proven to be a helpful procedure, it has been noted that it should be combined with other procedures for maximum efficiency. Additionally, very little research has targeted the generalization of skills acquired via functional communication training, although, research clearly identifies that generalization of skills as an area of difficulty among individuals with developmental disabilities. One possibility of improving both the intervention and the generalization of skills is the use of motivating operations. Motivating operations are any environmental change that alters the value of a reinforcer. Therefore, the purpose of this study is to assess the effects of potential motivating operations on functional communication training and generalization of newly acquired skills across four participants. This was accomplished by conducting functional analyses on each participant. The maintaining condition was repeated with pre-session conditions of either no access to the reinforcer or satiation with the reinforcer to identify motivating operations. These pre-session conditions, which were identified as motivating operations, were then implemented prior to functional communication training sessions, in the effect of no prior access to the reinforcer or 15 minutes of prior access to the reinforcer. This was again repeated with four different generalization assessments. Several patterns of behaviors resulted. First, functional communication training was improved for two participants when prior access to the reinforcer was implemented. Second, approximately half of the generalization assessments also showed improved responding when the participant had prior access to the reinforcer. Also, prior access to the reinforcer rarely impaired intervention or generalization. The results, limitations, and further research are discussed.Item The effects of schema-based intervention on the mathematical word problem solving skills of middle school students with learning disabilities(2009-08) Na, Kyong-Eun; Bryant, Diane PedrottyA schema-based instruction allows students to approach a mathematics problem by focusing on the underlying semantic or problem structure, thus facilitating conceptual understanding and adequate skills. The purpose of this study was to examine the effectiveness of schema-based intervention on the mathematical word problem solving skills of middle school students with learning disabilities in grades 6 and 7. A nonconcurrent multiple baseline design was used for the study. Four middle school students with learning disabilities participated in pre-experimental (i.e., introduction, screening test, and Mathematics Interest Inventory sessions) and experimental (i.e., baseline, intervention, post-intervention test with generalization test, and maintenance test) sessions over a 13-week period. Participants were randomly assigned to a priori baseline durations (i.e., 6, 9, 12, 17 days) (Watson & Workman, 1981). During the intervention phase, students received 12 sessions of individual 30-35 minute schema-based intervention for 6 days (i.e., 2 sessions per day). Students participated in guided and independent practice and were encouraged to ask questions as they worked to master the material taught in each intervention session. During the postintervention phase, the four students’ accuracy performance was evaluated by six untimed achievement or generalization tests. The achievement and generalization tests contained a total of 10 one-step multiplication and division word problems. All of the students achieved scores greater than a pre-determined criterion level of 70% accuracy on the six consecutive tests. Two weeks after termination of the post intervention phase, each student’s accuracy performance on the achievement and generalization tests was examined during the follow-up maintenance phase. Findings revealed that the four students’ performance substantially improved after they received the intervention. All four students achieved scores that exceeded the criterion level (70% accuracy) on the achievement tests during the post intervention phase. These findings provide empirical evidence that schema-based intervention is effective in teaching middle school students with learning disabilities to solve multiplication and division word problems. Limitations of the research and implications for practice and future research are discussed.Item Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs(2010-05) Cusson, Megan Melanie; Yates, James R.The passage of the Education for All Handicapped Children Act in 1975 gave the public schools a clear responsibility to appropriately educate students with disabilities. This responsibility emerged from a combination of philosophy, law, policy, and procedures oriented towards the "normalization" of services to persons with disabilities. These services have developed as a general responsibility of the whole system and not as a separate component of the educational enterprise. In order to meet federal mandates, the complementary disciplines of general and special education leadership have had to integrate or link, in order to address the responsibility for the delivery of services to students with disabilities. In doing so, general education administrators have become responsible for the education and success of all students, including those students with disabilities. Yet, many of these administrators have not been prepared or trained to serve special population groups, so their task of educating all students becomes more complex. A literature synthesis suggested 12 components that all educational administrators should be trained in to serve students with disabilities: (a) relationship building and communication; (b) leadership and vision; (c) budget and capital; (d) laws and policies; (e) curriculum and instruction; (f) personnel; (g) evaluation of data, programs, students, and teachers; (h) collaboration and consultation; (i) special education programming; (j) organization; (k) professional development; and (l) advocacy. To determine if such training is occurring in elite institutions, 293 professors at University Council for Educational Administration member institutions completed an online survey. Results indicated that relationship building and communication as well as leadership and vision were being taught at the highest percentages. The components of budget and capital, advocacy, and special education programming were incorporated the least. Interestingly, the results showed that the component being required learning in the institution's program or the professor believing the component to be essential for future administrators had little impact on whether it was taught. The major factors in professors regularly teaching a component was their expertise in the area and whether it was part of their research agenda.Item Establishing criteria for meaningful student involvement in the IEP process : a review of the literature(2014-08) McMillan, Catherine Frances; Sorrells, Audrey McCrayFederal policies and laws as well as research in the area of self-determination have encouraged meaningful student involvement in the IEP process for over twenty years. Active student involvement in the IEP process allows for students to practice important self-determination skills in an applied setting and to be meaningful participants in their education. The purpose of this literature review is to establish what constitutes meaningful student involvement in the IEP process and identify evidence-based practices for increasing meaningful student involvement.
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